I apologize for the late post!I thought I had caught up and just realized yesterday that I was still a week behind. Below is my response to the Session 3 podcast.
I think that there could be some form of generic hierarchical scale developed to represent the level of technological implementation in our classrooms. However with such diversity and varying degrees of socioeconomic status, computer literacy rates etc. it would be near impossible to devise a hierarchy that accurately represented the entire educational system in America as it is today and account for all of these variables. So to answer the question: Can technology integration in American classrooms adequately or correctly be expressed as a hierarchy? Yes and no. Yes there could be a scale that accurately represents technology integration in classrooms in America as a whole, but that’s not to say that you could take this scale and hold it up to any school district in America and be confident that it would be representative of their circumstances.
If I were to create a generic scale to depict the average levels of technology integration in American classrooms, it would be similar to Dr. Newberry’s example. There would be a few changes in the bottom two tiers since it has been 10 years and technology in the classroom is more affluent now. Given how technology plays an integral role even in the most fundamental of tasks, I would assume that in classrooms where technology is nonexistent, it would be largely due to a lack of funding or lack of technical skill sets possessed by the schools teachers and or administrators. That being said, there may be a need to add a level to the hierarchy that represents this lack of technology due to socioeconomics or lack of technological know how amongst the school leaders. On the other side of the conversation, a school may have plenty of funding and still have teachers that aren’t technically savvy so technology isn’t employed or visa versa i.e. an instructor that holds discussions rich in technology and asks his or her students to use critical thinking and problem solving based on technology. So in this instance, would the absence of technology in the classroom disqualify it from being categorized as a classroom where technology is integrated into the instruction? In other words, does the mere physical presence of technology really constitute as integration into the classroom? I think that Dr. Newberry’s model does a good job of addressing these questions. If I were to develop a scale, it would be something similar to the post below.
Your comments really open up a topic for conversation. There possibly could be an additional level added to the hierarchy that you state, "represents this lack of technology due to socioeconomics or lack of technological know how amongst the school leaders." It is interesting to think about schools that have the resources and choose not to use them for whatever reason as opposed to schools that would love to have the technologies implemented at their sites, but have no means of doing so successfully.
ReplyDeleteIt would be an eye-opener to look around many classrooms and see outdated yet functional equipment that just sits there unopened for a variety of reasons. Your discussion leads me to also wonder if perhaps another issue concerning the lack of technology use might have to do with the lack of time. Many teachers would like to begin to go up the hierarchy, but do not have the time or energy to explore new technologies.
I was in a conversation this summer that was reflected in your response. I was talking to a teacher who was my student teacher and has now moved to another district. She had a classroom filled with technology when she left the district and now works in a district that provides a teacher computer and 30 minutes 2 times a week for students to go to a computer lab to take AR tests. This teacher was able to create a webpage in DSUSD on the district website and now has to pay for her own webpage. So I think your comments about socioeconomic conditions is so true.
ReplyDeleteI agree with you about the hierarchy, yes and no. I think it would be fairly difficult to hold the scale up to any school district in America. Some school districts do not have sufficent funding to even equate themselves with he heirarchy. Some teachers are stuck in the "old" century and dont even put any effort in exploring new technologies. I think they should because it can make learning more enjoyable for the students and, make their delivery of the instruction better. Good job on your post!
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